http://dx.doi.org/10.31703/gesr.2022(VII-I).50
10.31703/gesr.2022(VII-I).50
Published : Mar 2022
Impact of Brain-based Teaching Practices on Students Learning Achievements in Mathematics at Secondary Level
The purpose of this research project was to determine how brain-based instruction techniques affect secondary students' academic outcomes in mathematics. The sample for the research project comprised 90 students studying mathematics in grade 9. The researcher and math specialists created the tool to determine the effect of brain-based teaching on pupil educational accomplishments. To analyze the data and determine the mean disparity in the academic results of students with excellent, average, or poor performance, Post Hoc Test was used. The intent of the preliminary test was to assign students to trial and control categories based on how well they performed on the examination. Pupils in the experimental group were taught using a brain-based teaching approach while students belonging to the control group were taught using a conventional teaching method. Results of the study demonstrate that students belonging to the experimental group showed far better performance in the post-test compared to students taught through the traditional teaching method.
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Working Memory, Learning Achievements, Mathematics
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(1) Shah Muhammad Binyameen
PhD Scholar, Department of Education and Psychology, Kohat University of Science and Technology, Kohat, KP, Pakistan
(2) Muhammad Naseer Ud Din
Professor, Department of Education and Psychology, Kohat University of Science and Technology, Kohat, KP, Pakistan
(3) Faridullah Khan
Assistant Professor, Department of Education and Psychology, Kohat University of Science and Technology, Kohat, KP, Pakistan.
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Cite this article
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APA : Binyameen, S. M., Din, M. N. U., & Khan, F. (2022). Impact of Brain-based Teaching Practices on Students Learning Achievements in Mathematics at Secondary Level. Global Educational Studies Review, VII(I), 526-533. https://doi.org/10.31703/gesr.2022(VII-I).50
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CHICAGO : Binyameen, Shah Muhammad, Muhammad Naseer Ud Din, and Faridullah Khan. 2022. "Impact of Brain-based Teaching Practices on Students Learning Achievements in Mathematics at Secondary Level." Global Educational Studies Review, VII (I): 526-533 doi: 10.31703/gesr.2022(VII-I).50
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HARVARD : BINYAMEEN, S. M., DIN, M. N. U. & KHAN, F. 2022. Impact of Brain-based Teaching Practices on Students Learning Achievements in Mathematics at Secondary Level. Global Educational Studies Review, VII, 526-533.
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MHRA : Binyameen, Shah Muhammad, Muhammad Naseer Ud Din, and Faridullah Khan. 2022. "Impact of Brain-based Teaching Practices on Students Learning Achievements in Mathematics at Secondary Level." Global Educational Studies Review, VII: 526-533
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MLA : Binyameen, Shah Muhammad, Muhammad Naseer Ud Din, and Faridullah Khan. "Impact of Brain-based Teaching Practices on Students Learning Achievements in Mathematics at Secondary Level." Global Educational Studies Review, VII.I (2022): 526-533 Print.
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OXFORD : Binyameen, Shah Muhammad, Din, Muhammad Naseer Ud, and Khan, Faridullah (2022), "Impact of Brain-based Teaching Practices on Students Learning Achievements in Mathematics at Secondary Level", Global Educational Studies Review, VII (I), 526-533
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TURABIAN : Binyameen, Shah Muhammad, Muhammad Naseer Ud Din, and Faridullah Khan. "Impact of Brain-based Teaching Practices on Students Learning Achievements in Mathematics at Secondary Level." Global Educational Studies Review VII, no. I (2022): 526-533. https://doi.org/10.31703/gesr.2022(VII-I).50